The Effectiveness of Two Instructional Methods in Improving Reading Comprehension of ESL College Learners Through Online Teaching
Pages 217 - 221
Abstract
Just as China is progressing in science, technology, globalization, and economic development, students must be prepared to stay abreast in English skills [1]. Yet instructional methods and platforms are crucial in improving language skills of ESL learners. The research was designed to determine whether the two instructional methods, the traditional English teaching and the schema-oriented teaching, when carried out online, yielded a difference in reading skills of ESL college learners in China. Data were derived from a total of 66 first-year non-English majors taught online by the two methods in two groups and were analyzed through the independent-samples t-test to check the hypothesis on the difference between two group means. Furthermore, the effect size using Cohen's d was computed to determine the magnitude of the difference between two sample means. The purpose of the study was to lay out the foundation of comparable instructional methods that might be more appropriate for online English teaching and promote higher achievement in reading for ESL college learners.
References
[1]
Wu, Y. (2001). English teaching in China: Trends and challenges. TESOL Quarterly, Vol.35(1), 191-194. https: //ishare.iask.sina.com. cn /f/65229027.html 1
[2]
Huang, Y. & Xu, H. (1999). Trends in English language education in China. ESL Magazine, Vol.2(6), 26-28.
[3]
Abbott, M. L. (2006). ESL reading strategies: Differences in Arabic and Mandarin speaker test Performance. Language Learning, 56(4), 633-670. http://www.collaborativelearning.org/Abbott2006.pdf.
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Alderson, J. C. (1984). Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson & A. H. Urquhart (eds.), Reading in a Foreign Language (pp. 1-27). NewYork: Longman
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Liang, L. A. & Dole, J. A. (2006). Help with teaching reading comprehension: Comprehension instructional frameworks. The Reading Teacher, Vol.59(8).742-753. https://www.docin.com/p-1425656679.html
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Carrell, P.L. (1983) "Some Issues in Studying the Role of Schemata, or Background Knowledge, in Second Language Comprehension." Reading in a Foreign Language, Vol.1,81-92.
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Grabe, W. (1988) "Reassessing the Term 'Interactive'", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: CUP.
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Anderson, R.C. and Pearson, P.D. (1984) "A Schema-Theoretic View of Basic Processes in Reading Comprehension", in Carrell, P.L., Devine, J. and Eskey, D.E. (eds), Interactive Approaches to Second Language Reading (pp.37-55). Cambridge: CUP. https://www.
[9]
researchgate.net/publication/344527837_A_schematheoretic_view_of_basic_processes_in_reading_comprehension
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Cohen, J (1988). Statistical power analysis for the behavioral sciences (2nd ed.).Hillsdale, NJ: Erlbaum.
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Liao, X. (1996). Tradition and innovation: A new way to explore a TESOL method. https://files.eric.ed.gov/fulltext/ED397653.pdf.
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Burnaby, Barbara and Sun, Yilin (1989) "Chinese Teachers’ Views of Western Language Teaching: Context Informs Paradigms", TESOL Quarterly. Vol. 23, No. 2, June 1989, 219-238.
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- The Effectiveness of Two Instructional Methods in Improving Reading Comprehension of ESL College Learners Through Online Teaching
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Published In
May 2022
318 pages
ISBN:9781450396417
DOI:10.1145/3543321
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Published: 14 August 2022
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ICDEL2022
ICDEL2022: 2022 the 7th International Conference on Distance Education and Learning
May 20 - 23, 2022
Beijing, China
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